As past chair of the Multicultural sub-committee of the Mass Studies Project, I am looking for good strategies and exercises that could be included in a sourcebook for teachers. I have provided some examples below that I have used in the classroom successfully. Please feel free to download or copy them and to send back comments. Our sub-committee has been particularly interested in cultures and arts of populations of Massachusetts. However, any idea or activity that can be adapted to Massachusetts classrooms would be welcome. Please send them to us c/o the Mass Studies Project:
Mildred Fryer, Multicultural Education, Mass Studies Project
Muriel S. Snowden International School
150 Newbury Street, Boston MA 02116
Purpose: Using a Football Team to illustrate the "melting pot" theory
Materials: List of Football Team below
Position Name Nationality ------------ ---------------- ------------ Tight End Dick Williams English Left Tackle Fred Nagamoto Japanese Left Guard Hugh O'Brien Irish Center Herman Bauer German Right Guard Bill Jensen Danish Right Tackle Jerry Karpinski Polish Split End Pete Agnello Italian Quarterback Harry Simpson Black Flankerback George Papadakis Greek Halfback Juan Rodriqguez Hispanic Fullback Les Abrams Jewish
INSTRUCTIONS:
1. First, list only the column of names above on the board.
2. See if students can guess what sports team they make up.
3. If unable to guess, then add the names of the positions played.
Students should be able to guess.
4. Have students attempt to place each player in an ethnic group.
5. Have students respond to the following questions:
a. What does the makeup of the team show?
b. What is the goal of a football team?
c. Does it matter who is on the team?
d. How does a coach choose his players?
NOTE:
The above questions should lead to a conclusion that football coaches aren't concerned about the racial, ethnic,
or religious backgrounds. They want winning teams. Each player has an individual role, which when done in a
cooperative manner, leads to a win for the team.
Point out that the same is true when you think of the United States as having one of the most varied
populations in the world (make up of immigrants, who contributed according to ability and skills to the growth
and greatness of America.)
EVALUATION:
This exercise works well, encourages group involvement, and the analogy is easily understood.
Purpose: Cultural Sharing
Instructions:
1. Assign each student to design one square of a patchwork quilt that is representative of his/her culture.
2. Students should write a descriptive paragraph about the square.
3. The paragraphs should be organized to create a story about the quilt.
4. The completed quilt and story should be placed in an area in the school for all to see.
EVALUATION:
An excellent cooperative learning project for a classroom.
Leroy V. Quintana (1944-) born in Albuquerque, New Mexicom has often spoken about his fascination for the old sories (cuentos), which his grandfather and grandmother would tell, that combined his Chicano and Native American heritages.
From "Legacy II" by Leroy B. Quintana Grandfather never went to school spoke only a few words of English a quiet man; when he talked talked about simple things planting corn or about the weather sometimes herding sheep as a child. One day pointed to the four directions taught me their names El Norte Poniente Oriente El Sud
- List some facts in the introduction that provide important background information about the author's culture.
________________________________________________________________________
________________________________________________________________________
- List some words or phrases in the poem that are clues to the grandfather's way of life and his culture.
________________________________________________________________________
________________________________________________________________________
- Compare the grandfather's way of life described in the poem to modern city life. Base your comparison on the first stanza of the poem. Use a sparate sheet of paper to develop your paragraph.
Source: This activity is from Reading Compreshension Workshop: Momentum, c. 1995, Globe Fearon. This material may be reproduced for classroom use only. For more information on this title, call 1-800-848-9500. Prentice Hall and Globe Fearon.
Exercise by: Mildred Fryer, Multicultural Chair, Mass Studies Project
Muriel S. Snowden International School
150 Newbury Street, Boston MA 02116
EXERCISE: PROVERBS RESEARCH
Purpose: Examining the role of proverbs in different cultures.
Instructions:
1. Have each student to bring in one proverb from their culture and find one proverb that is different but says the same thing from another culture.
2. Students should read and discuss each proverb with the group considering what values of the culture are clarified.
EVALUATION:
Works well in that students like slang or catchy sayings, such as proverbs, as a way of expressing something
that would take paragraphs to express otherwise.
Exercise by: Mildred Fryer, Multicultural Chair, Mass Studies Project
Muriel S. Snowden International School
150 Newbury Street, Boston MA 02116
Instructions:
1. Have students read the Rose Prince which addresses the issue of peace.
2. Then, have students write short American folktales which address the issue of racial/ ethnic harmony.
3. Have each student read his/her folktale to the group.
4. Students should discuss and compare stories.
5. Exercise should culminate with students compiling a list of things necessary for promotiong racial/ethnic
harmony.
EVALUATION: Works well especially when story is read orally.
Exercise by: Mildred Fryer, Multicultural Chair, Mass Studies Project
Muriel S. Snowden International School
150 Newbury Street, Boston MA 02116
The Queen of the country was walking near the rim of the forest when she heard a baby's cry. She followed the sound to the rose bush and found the child lying on the petals. The Queen wrapped the baby in her veil and carried him to the palace.
Several weeks later King Laurin returned from battle. He found the Queen in her rose bower. She was swinging a wicker cradle hung from satin ribbons. The King saw the infant inside the cradle and smiled. King Laurin and Queen Rhoda accepted the child as their own. They were childless and the Queen was long past childbearing age. Once the palace had been filled with the laughter of seven sons. But one by one the laughing voices were stilled as each prince was slain in the ceaseless war that raged across the country. The reason for the war was forgotten because it was so ancient. But now King Laurin fought to avenge the deaths of his seven sons.
The Rose Prince grew in strength and grace. The King taught him to ride horseback and to swordfight. The Queen taught him to play his lute and to write poetry.
As the Prince reached manhood, he was to be knighted. On the eve of the ceremony, he sat alone in the chapel and watched over his army. The Queen came and sat with him. She told him of his birth and the rosebush who was his mother.
During the pink dawn, the prince knelt before the King and pledged to right the ancient wrongs. He kissed the Queen farewell and rode to battle by the King's side. By the time the sun was overhead, the Prince was on a battlefield surrounded by the sound of screams and the smell of blood. He saw the King cut from his horse and run through with a lance. He heard the dying King call to him to avenge his death. He felt the anger burn in his brain. He reared his horse and pursued the King's slayer towards the forest. The Prince knocked the man from his horse and cut the lance from his hand.
As he lifted his sword to strike again, he saw the wild roses under the pines. There was blood on the roses. In an instant, he felt the hatred that clouded his brain. The Prince told the soldier, "Flee, while I am still in my right mind." The soldier ran; the Prince was alone in the serenity of the forest. He vowed to end the carnage. The Rose Prince returned to the battlefield. He gathered the fallen banners of all the countries and held them high over his head.
"Stop the battle," his voice rang out. One by one, the soldiers stopped fighting. The battle ceased. The Prince spoke softly of surrender and reconciliation. The soldiers began to cast off their armor and weapons. One by one, each turned and went home.
The prince walked to the forest. He called out "I am one of you. Where is the rose bush that bore the splendid blossoms?"
A nightingale replied, "She is dead. She was a noble tree and had a prince for a flower."
"I am that prince. The juice of the rose still runs in my veins. I wish to return to a life of fragrance and beauty. I wish to leave this human life."
The nightingale said, "Dear Prince, I will stay with you and sing your soul back to a rose."
The prince knelt on the spot where he was born. At nighfall, the nightingale began to sing. The melody cast out all memory of the world of men. The Prince sank into the moss and his limbs took root in the earth. By dawn, a tall and thornless rose tree had bloomed. And for as long as the rose tree lived, there was peace in the land.
Copyright 1987 by Sharon Creedon. This Romanian tale is reprinted by permission from Peace Tales: World Folktales to Talk About, by Margaret Read MacDonald (Linnet Books: Hamden, CT), 1992.